Integrating Immigrant Children into Schools in Europe

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GLOSSARYCountry codesEU European Union PT PortugalBE Belgium SI SloveniaBE fr Belgium – French Community SK SlovakiaBE de Belgium – German-speaking Community FI FinlandBE nl Belgium – Flemish Community SE SwedenCZ Czech Republic UK United KingdomDK Denmark UK-ENG EnglandDE Germany UK-WLS WalesEE Estonia UK-NIR Northern IrelandEL Greece UK-SCT ScotlandESSpainFRFranceIE Ireland EFTA/EEA The three countries of the European Free TradeIT Italy countries Association which are members of the EuropeanCY Cyprus Economic AreaLV Latvia IS IcelandLT Lithuania LI LiechtensteinLU Luxembourg NO NorwayHUHungaryMTMaltaNL Netherlands Candidate countriesAT Austria BG BulgariaPL Poland RO RomaniaAbbreviations of statistical tools and other classificationsEU-25 The 25 Member States of the European Union after 1 May 2004EU-15 The 15 Member States of the European Union before 1 May 2004Eurostat Statistical Office of the European CommunitiesOECDOrganisation for Economic Co-operation and Development(:) Data not available73
Integrating Immigrant Children into Schools in EuropePISA DataPISA (Programme for International Student Assessment): an international survey conducted under theauspices of the OECD in 32 countries worldwide, including 26 countries involved in the SOCRATESProgramme. The aim of the survey is to measure the performance level of pupils aged 15 in readingliteracy, mathematical literacy and scientific literacy. Data collection has been programmed in threestages, namely PISA 2000 (used to prepare the present publication), PISA 2003 and PISA 2006.Among the countries covered by the Socrates Programme, Belgium (the German-speaking Community),the United Kingdom (Wales), Estonia, Cyprus, Lithuania, Malta, Slovenia and Slovakia did not take part inthe collection of data for PISA 2000.Besides measurements of outcome (tests in reading, mathematics and science), the survey includesquestionnaires for pupils and school heads, which are intended to identify variables linked to family andschool circumstances that may help explain the findings. It is these questionnaires that have been used toprepare the indicators in the present publication.The survey is based on representative samples of 15-year-old pupils in secondary education, who wereselected by their school. Education at each school may last a greater or lesser number of yearscorresponding to curricula at ISCED levels 2 and/or 3, or in some cases even ISCED level 1. This explainswhy the titles to Figures in the present publication refer to schools attended by pupils aged 15 and notsecondary education in general.Further observations on PISAThe indicators derived from the OECD/PISA database have to be interpreted in context. For example, thepercentage of pupils aged 15 who said that, at home, they spoke a language other than the language ofinstruction cannot be interpreted as the percentage of the population speaking a foreign language athome.Where the number of replies to the surveys in general, or to one particular question, is insufficient toensure that the data are truly representative, the latter are not shown in the Figures. In the case of theNetherlands, in which the proportion of those who did not reply to the PISA 2000 survey is relatively high,the data are not given in the Figures, but in an additional note under them. It should be noted that astudy carried out in this country after publication of the PISA findings showed that, despite its low rate ofresponse, the sample remained representative.74
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EURYDICEIntegrating Immigrant Child
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PREFACE‘How do education systems
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Integrating Immigrant Children into
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CHAPTER 1EUROPEAN POLICIES IN EDUCA
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Chapter 1 - European Policies in Ed
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Chapter 1 - European Policies in Ed
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Page 34 and 35: CHAPTER 3RIGHTS TO EDUCATION AND TO
Page 36 and 37: Chapter 3 - Rights to Education to
Page 38 and 39: CHAPTER 4MEASURES FOR THE INTEGRATI
Page 40 and 41: Chapter 4 - Measures for the Integr
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Page 68 and 69: CONCLUSIONSThe question of how to i
Page 70 and 71: Conclusionslevel of provision best
Page 72: ConclusionsThe Evaluation of Outcom
Page 78 and 79: ANNEXESANNEXE 1 (Chapter 1)Figure 1
Page 80 and 81: AnnexesD. Children of immigrant par
Page 82 and 83: ANNEXE 2 (CHAPTER 4)Figure 2.1: Typ
Page 84 and 85: Language-learning support measuresI
Page 86 and 87: UK-SCTLanguage-learning support mea
Page 88 and 89: AnnexesAT Curricula for German as a
Page 90 and 91: AnnexesPerson responsible for suppo
Page 92 and 93: TABLE OF FIGURESChapter 2: Demograp
Page 94 and 95: REFERENCESLEGISLATIVE DOCUMENTSCoun
Page 96 and 97: ReferencesUniversity Research Insti
Page 98 and 99: ACKNOWLEDGEMENTSEURYDICE NETWORKA.
Page 100 and 101: AcknowledgementsIRELANDEurydice Uni
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Integrating Immigrant Children into Schools in Europe

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